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This dissertation aims at the Pedagogical Weekly Meetings at the Federal Institute of
Education, Science and Technology of Rio Grande do Norte (IFRN), more precisely the ones
held at the Campus Nova Cruz. It is one of the possible activities towards the continuous
formation for teachers. Based on the Pedagogical and Political Project of this institution, we
can typify the Pedagogical Meetings as a time and space weekly meeting activity for
collective planning and continuous formation for teachers. It is included for the teachers’
weekly working hours, Academic Director and the Technical and Pedagogical team. This
works researches about the practices developed during these meetings between the school
years 2014 to 2016. It aims at analysing the materialization of a time and space place for
continuous formation according to the perception of interviewees of this research. It is a
quantitative and qualitative research that uses the data triangulation and the dialectical method
on the implementation of the analysis. We collected the data by applying two separate semistructured
questionnaires – one for the teachers and one for the Academic Director and the
Technical Pedagogical team. We gathered data on the continuous formation, the institutional
function of the Pedagogical Meetings, the teachers’ formation expectation, the contributions
on the performance teachers’ practices, the activities carried out in these time and space
places and the proposed agendas. This data was achieved according to the perception of the
interviewees, as well as the 76 meetings minute records during these 3 school years. During
the investigation, we supported our work on the literature about teachers’ formation for the
Vocational Professional Education, integral human formation, the capitalist society, the work
as an educational principle, the initial and continuous formation, the professional development
of teachers, the pedagogical meetings and the role of the professionals responsible for the
school management. Those include Ciavatta (2005), Dourado (2015), Freire (1996; 2001),
Harvey (2011), Tardif (2014), Marx (1866; 1980; 1990; 2004), Fernandes (1976), Nogueira
(1990), Moura (2008; 2013; 2014), Garcia (1999); Libâneo (2012; 2013), Luckesi (2008),
Ramos (2010; 2014), Machado (1989; 2008a; 2008b; 2011), Saviani (1999; 2003; 2009),
Torres (2007), Vasconcellos (2002a; 2002b), Veiga (1995), Vogt (2012), Oliveira (2016) and
others. We perceive that the minute records indicate that many of those meetings had
pedagogical themes, especially in 2014. However, they lost such identity and focused more
administrative issues. We confirmed that those meetings are not a time and space occasion for
teachers’ continuous formation, as most of the perceptions of our interviewees state, as well
as they, at the same time, contributed for the development of the teachers’ role performance